Elementary school is not too early to introduce contemporary art; young students are especially adept at learning by mimicry and embracing contemporary art practices, including site-specific works. Elementary students are poised and capable to comprehend and respond to contemporary art. Tangible products can be made within a conceptual,…

Pfeiler-Wunder and Tomel are exploring the spaces that exist within and between their art educational practices in this article, questioning: "Who this is about?" Mira Kallio-Tavin presents a similar questioning in her "Studies" commentary, "Impossible Practice and Theories of the Impossible: A Response to Helene…

While art education programs often rely on preservice teachers learning by reading pertinent literature and by following art technique demonstrations alone, they may disregard the tensions many preservice teachers feel between the different contexts of studying in university and teaching in schools. Teachers rarely have the opportunities and time…

By its very nature, art offers a rich bounty of cultural exchange. Cultural influences guide expression in art, and art records and influences culture. Helping students view the world beyond their own cultural perspectives has potential to enrich them as human beings. In this article, the author summarizes some earlier foundational theories that…

It is important for art teachers to understand how children develop artistically. This kind of knowledge is essential for choosing age-appropriate teaching strategies and content for the units and lessons that the art teacher develops. Beginning art teachers study developmental theory in educational psychology classes, but it seems that this is…